Roots of School Readiness In Social and Emotional Developmentâ€Æ

Question: Discuss about The roots of school readiness in social and emotional development? Answer: Domain Activity Materials Physical 1.1 Preschool walks and related activities like picking up pebbles, build sand houses etc. 1.1 Woods or parks Rationale: To develop fine motor skills 1.2 Sports Activities 1.2 Sports periods and related activities Rationale: Running, Playing different sports will help use their muscles. 1.3 Dancing classes with proms or other materials 1.3 Proms Rationale: Helps use muscles and relax them as well. 1.4 Rolling the ball to and forth 1.4 Balls Rationale: Gross-motor skills arm muscles, fine-motor skills back and forth with a hands, hand-eye coordination 1.5 Arts crafts-Drawing, cutting , Pasting 1.5 Display board , papers, scissors, Pins, colors etc. Rationale: Developing specific non-locomotive muscle activities. Cognitive 2.1 Practice the alphabet 2.1 Songs and books with alphabets Rationale: Practice helps develop the memory chargers in the brain 2.2 Counting 2.2 Beads, Numbers Rationale: Learning the numbers 2.3 Memory Games 2.3 Dot to dot games Rationale: This develops the ability to comprehend the next step. 2.4 Color Matching Shape Differentiations 2.4 Shapes Color Books Rationale: To learn the different colors and shapes. 2.5 Play Rhymes with activities like If youre happy and you know clap your hands 2.5 Playful Rhymes Rationale: Learn to respond to activities and emotions. Social 3.1 Puzzle 3.1 various puzzles for each individual Rationale: Solitary-Play-this activity is necessary to be able to complete a work by him/her. 3.2 Organizing one day of food fun-i.e students of one classroom will form groups and prepare or sell different chocolates and candy to raise a fund which shall thereby be added to the classroom fund. 3.2 Food Rationale: Associative Play i.e each individual works independently but not to achieve a single goal, but cumulative goals in association. 3.3 Art Classes Display 3.3 Art Craft works of students Rationale: This activity helps with the self-expression and introduces creativity and originality within themselves. 3.4 Character Play 3.4 Plays with various characters/ actors Rationale: Co-operative Play i.e to develop the spirit of working in teams to achieve a goal successfully. 3.5 Topic Game 3.5 Topic games like picking up fruit names only with alphabets Rationale: This activity will help the child learn to stay within a topic. Emotional 4.1 Play turn games. Distribute numbers of 1-10 among them and ask them to clap when their number is called out. 4.1 Numbers Rationale: Self-Regulation, the most important skill needs to be nurtured in order to help the child grow his/her ability to maintain focus and withstand impulses. 4.2 Read paragraphs. Ask randomly to read lines of different paragraphs. If one is not paying attention then he/she will not be able to respond accordingly. 4.2 Easy paragraphs Rationale: To accurately read and comprehend is equally important in this aspect since he/she needs to develop the ability to pay clear attention to the classroom study without deviating with the thoughts of play with the friend sitting next to. 4.3 Emotion stamps. Rate their works with different smile stamps, like for good a very smiling face, very good-a star etc. 4.3 Stamps with different smiles Rationale: Responding to different emotions. They will start enjoying the stamps in their copy and develop a urge to earn the star when they see that on their friends activity sheets. 4.4 Perform plays with moral stories 4.4 Moral stories Rationale: Stories with moral values if conveyed from the beginning years will help them to comprehend with various situations and values. 4.5 Develop play games where they have to follow instructions. 4.5 Play games and puzzles. Rationale: Making them learn to respond to instructions References Thompson, R.A. (2002), The roots of school readiness in social and emotional development, Set for Success: Building a strong foundation for school readiness based on the social-emotional development of young children, vol .1, no.1, pp. 8-29. Kansas City, MO: The Ewing Marion Kauffman Foundation. Child Trends (2003), Kindergarteners social interaction skills ,Retrieved March 15, 2005 from https://www.childtrendsdatabank.org/pdf/47_PDF.pdf . Bandura, A. (1986), Social foundations of thought and action: A social cognitive theory, Englewood Cliffs, NJ: Prentice-Hall. ONeil, R., Welsh, M., Parke, R. D., Wang, S., Strand, C. (1997), A longitudinal assessment of the academic correlates of early peer acceptance and rejection , Journal of Clinical Child Psychology, vol.26, no.3,pp.290-303. Sprain, Joan (1990), Developmentally Appropriate Care: What Does It Mean? , National Network for Child Care - NNCC.